VIRTUAL COOPERATIVE LEARNING IN COMPETENCE BUILDS HISTORICAL INTERPRETATIONS IN SECONDARY FOURTH GRADE STUDENTS - 2020

Abstract

The next installment is called: virtual cooperative learning in competition builds historical interpretations in fourth grade secondary school students - 2020, it was focused on determining how virtual cooperative learning influences in improving the competence that develops capacities and their dimensions : critically clarifies numerous antecedents, covers historical time and produces interpretations on historical processes of the fourth grade of secondary school in students applied in the III quarter of the 2020 school year during 10 sessions delivered twice a week in sessions of two hours per session. In order to achieve the stated purpose, a pre and post test was applied which was subjected to descriptive and inferential statistical analysis. To begin with, 60 students were designated, divided into an experimental group so that they received the "cooperating and learning" program and a control group as a contrasting model, which only received sessions using learning strategies according to the current curricular design. The descriptive effects revealed dissimilarities in the learning levels of the experimental group compared to the control group, since 90% of the students of the experimental group reached levels of process, expected and outstanding, while 43.3% of students of the control group remained in the start level. This was reaffirmed by the Mann Whitney U difference test, which found that the differences found were significant. The research concludes that virtual cooperative learning has a significant influence on enriching the competence that builds historical interpretations in fourth grade high school students from a public educational institution in San Juan de Lurigancho. Therefore, it is important that educators are trained in the management of innovative strategies so that they can work satisfactorily with the participants on the proposed activities.